Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the
more evidence the better - that is, the more evidence you gather to
demonstrate your skills, the more confident an assessor can be that you
have learned the skills not just at one point in time, but are
continuing to apply and develop those skills (as opposed to just
learning for the test!). Furthermore, one piece of evidence that you
collect will not usualy demonstrate all the required criteria for a
unit of competency, whereas multiple overlapping pieces of evidence
will usually do the trick!

CHCPROM502B - Implement health promotion and community intervention

What evidence can you provide to prove your understanding of each of the following citeria?

Apply knowledge of key issues in preventative health care

Apply social research methods to appropriately analyse population health trends, demographic, social and epidemiological information and data

Identify key issues in preventative health

Identify current responses to preventative health care

Access information on preventative health care and apply to developing solutions to community issues

Define target populations and determine consultation processes

Examine policy and funding contexts and issues

Apply social research methods to appropriately analyse population health trends, demographic, social and epidemiological information and data

Completed Date:

Teacher:

Evidence:

Identify key issues in preventative health

Completed Date:

Teacher:

Evidence:

Identify current responses to preventative health care

Completed Date:

Teacher:

Evidence:

Access information on preventative health care and apply to developing solutions to community issues

Completed Date:

Teacher:

Evidence:

Define target populations and determine consultation processes

Completed Date:

Teacher:

Evidence:

Examine policy and funding contexts and issues

Completed Date:

Teacher:

Evidence:

Work within the educational framework of health promotion

Develop an educational perspective based on a philosophical and historical understanding of preventative health care

Integrate preventative health care perspective into community development and capacity building

Apply relevant strategies to health promotion in the community

Plan partnerships with stakeholders

Identify a range of techniques to engage community in health promotion activities

Access key resources for health promotion activities

Develop an educational perspective based on a philosophical and historical understanding of preventative health care

Completed Date:

Teacher:

Evidence:

Integrate preventative health care perspective into community development and capacity building

Completed Date:

Teacher:

Evidence:

Apply relevant strategies to health promotion in the community

Completed Date:

Teacher:

Evidence:

Plan partnerships with stakeholders

Completed Date:

Teacher:

Evidence:

Identify a range of techniques to engage community in health promotion activities

Completed Date:

Teacher:

Evidence:

Access key resources for health promotion activities

Completed Date:

Teacher:

Evidence:

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Evidence must include observation of performance in the work environment or in a simulated work setting

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment of this unit include access to:

an appropriate workplace where assessment can be conducted or simulation of realistic workplace setting for assessment

equipment and resources normally used in the workplace

Method of assessment:

Observations

Questioning

Evidence gathered from the workplace environment

Demonstration over a period of time to ensure consistency of performance

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

A philosophical and historical understanding of preventative health care

Social research and date relating to health issues

Primary health care principles

Funding and policy environment

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply and conduct social research

Use and interpret data base information

Apply numerical skills to enable statistical interpretation

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

Apply written communication skills required to fulfil job roles as specified by organisation/service

Apply problem solving skills required include an ability to use available resources, analyse information and make decisions

Demonstrate application of skills including:

project planning

work with diversity

advocacy skills

work in groups

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.